PUBLIC POLICIES, AEE, AND FULL-TIME EDUCATION: INTERFACES WITH THE TEACHING OF MATHEMATICS AND CHEMISTRY IN BRAZIL

Abstract

This chapter analyzes the interfaces between public educational policies, Specialized Educational Assistance (AEE), and Full-Time Education in Brazil, focusing on their implications for Mathematics and Chemistry teaching. The objective is to understand how these policies contribute to equity, inclusion, and meaningful learning in the fields of Mathematics and Natural Sciences. The methodology is based on a bibliographic review and documentary analysis of regulatory frameworks, including the National Policy on Special Education from the Perspective of Inclusive Education and the National Common Curricular Base, as well as academic studies on inclusive pedagogical practices. The results indicate that the articulation between AEE and Full-Time Education enhances differentiated teaching strategies, the use of assistive technologies, and interdisciplinary practices, fostering the participation of students with special educational needs. However, challenges remain regarding teacher training, school infrastructure, and curriculum integration. It is concluded that strengthening these policies requires continuous investment, collaborative planning, and the consolidation of an inclusive culture, particularly in Mathematics and Chemistry, areas historically associated with high levels of exclusion and learning difficulties.